Accepted and Published Articles

Theron, L., Ruth Mampane, M., Ebersöhn, L., & Hart, A. (2020). Youth Resilience to Drought: Learning from a Group of South African Adolescents. International Journal of Environmental Research and Public Health, 17(21), 7896.
Theron, L. C. (In press). Resilience of sub-Saharan children and adolescents: A scoping review. Transcultural Psychiatry. 
Ungar, M. & Theron, L. (In press). Resilience and mental health: How multisystemic processes contribute to positive outcomes. Lancet Psychiatry.

Haffejee, S. & Theron, L. C. (2019) “The power of me”: The role of agency in the resilience processes of adolescent African girls who have been sexually abused. Journal of Adolescent Research, 34(6) 683–712

Theron, L. C. (2019). Championing the resilience of sub-Saharan adolescents: Pointers for psychologists. South African Journal of Psychology, 49(3), 325 –336. doi: 10.1177/0081246318801749

Theron, L. C. & van Rensburg, A. (2019). Parent-figures and adolescent resilience: An African perspective. International Journal of School & Educational Psychology, pre-print, doi: 10.1080/21683603.2019.1657994

Ungar, M., Connelly, G., Liebenberg, L., & Theron, L. (2019). How schools enhance the development of young people’s resilience. Social Indicators Research, 145:615–627. doi:10.1007/s11205-017-1728-8
Adegoke, C.O. & Steyn, M.G. (2018). Yoruba culture and the resilience of HIV-positive adolescent girls in Nigeria. Culture, Health & Sexuality.Doi:1080/13691058.2017.1422806 
Bezuidenhout, C., Theron, L. C., & Fritz, E. (2018). Positive adjustment to first grade despite divorce: Lessons for school psychologists. School Psychology International, 39(5), 490-509. doi: 0.1177/0143034318791332
Bornman, J., Romski, M., Tonsing, K.M., Sevcik, R.A., White, R., Barton-Hulsey, A., & Morwane, R. (2018). Adapting and translating the Mullen Scales of Early Learning for the South African context.  South African Journal of Communication Disorders, 65(1), a571.
Combrinck, C. (2018). Socially responsive research-based design in the architecture studio. Frontiers of Architectural Research, 7(2): 211-234.
Ebersöhn, L., Loots, T., Malan-Van Rooyen, M., Mampane, R., Nthontho, M., Omidire, F., & Sefotho, M. (2018). An indigenous psychology perspective on psychosocial support in Southern Africa as collective, networking and pragmatic support. Journal of Community & Applied Social Psychology, 28, 332-347. DOI: 10.1002/casp.2371
Ebersöhn, L., & Malan-Van Rooyen, M. (2018). Making the most of culture and context: socio-cultural strengths and contextual vulnerability when eliciting indigenous resilience insights with remote South African elders and young people. International Journal of Qualitative Methods, 17, 1-21. (Impact Factor: 1.387). DOI: 10.1177/1609406918798434
Govender, K., Bhana, A., McMurray, K., Kelly, J., Theron, L., Meyer-Weitz, A., ... & Tomlinson, M. (2018). A systematic review of the South African work on the well-being of young people (2000–2016). South African Journal of Psychology, pre-print doi:0081246318757932.
Hadfield, K., Ungar, M., Emond, A., Foster, K., Gatt, J. M., Mason-Jones, A., Reid, S., Theron, L., Wouldes, T. A., &  Wu, Q. (2018). Challenges of developing and conducting an international study of resilience in migrant adolescents. International Social Work, pre-print. doi: 10.1177/0020872818796147
Jefferis, T., & Theron, L. C. (2018, in press). Explanations of resilience in women and girls: How applicable to black South African girls. Women’s Studies International Forum.
Johnson, E. Boshoff, K., & Bornman, J. (2018). Scoping review on children’s pain vocabulary. Canadian Journal for Speech-Language and Audiology.
Jordaan, D. du P.S., & Kirsten, J.F. (2018).  Measuring the fragility of agribusiness value chains: a case study of the South African lamb chain. International  Food and Agribusiness Management Review, pre-print DOI: 10.22434/IFAMR2017.0103.
Machimana, E.G., Sefotho, M. & Ebersöhn, L. (2018). What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective. Education, Citizenship and Social Justice, 13(2): 177–196. DOI: 10.1177/1746197917731353.
Magumise, J., & Sefotho, M. M. (2018). Parent and teacher perceptions of inclusive education in Zimbabwe. International Journal of Inclusive Education, 1-17.
Maximus Monaheng Sefotho, Ronél Ferreira & Bernard Bongani Lushozi (2018). The quest for ongoing support by parents of learners who have intellectual disability: a qualitative multiple case study. Accepted by the Journal of Policy and Practice in Intellectual Disabilities.
Mchale, M. R., Beck, S. M., Pickett, S., Bunn, D., Childers, D. L.., Cadenasso, M. L., Ebersöhn, L., Rivers Iii, L., Swemmer, L. & Twine, W. (2018). Democratization Of Ecosystem Services – A Radical Approach for Assessing Nature’s Benefits In The Face Of Urbanization. Ecosystem Health And Sustainability.
Adegoke, C., & Steyn, M. G. (2017). A photo voice perspective on factors contributing to the resilience of HIV-positive Yoruba adolescent girls in Nigeria. Journal of Adolescence.
Mhongera-Berejena, P. & Lombard, A. 2017. Who is there for me? Evaluating stakeholders’ social support for adolescent girls from institutions in Zimbabwe. Practice Social Work in Action, 29 (1): 19-35. IBSS
Mpofu, N. & Nthontho, M. A. 2017. Connecting the dots: Exploring dispositional knowledge in teacher education. Gender and Behaviour, 15(4), 10290-10303
Naude, A., & Bornman, J. (2018) Statistiese evaluaring en voorspelling van woordherkenningtoetstellings van die fonetiese verteenwoordigende Eenlettergrepige woordlyste in Afrikaans (FVEWA) 58(1) Tydskrif vir Geesteswetenskappe.
Nthontho, M. 2017. Is it possible to be accommodative of other religions as a school principal? The Journal of Religious Education, 65(1-3):35–50
Nthontho, M. 2017. Unleashing student participation through participatory decision-making: challenges and prospects. Africa Education Review, 1-17 DOI: 10.1080/18146627.2017.1279013 URL:
Nthontho, M. 2017. ‘Children as stakeholders in education: Does their voice matter?’ South African Journal of Childhood Education 7(1), 1-7 a434. URL: https://doi. org/10.4102/sajce.v7i1.434
Nthontho, M. 2018. Inquiry-based approach: Reconstructing the undergraduate teaching and learning space. Independent Journal of Teaching and Learning, 13(1), 28-33
Omidire, F. Ebersohn, L., Leask, M., & Du Plessis, A.  (Accepted) A South African case study of teaching English in two rural schools. Submitted to Southern African Linguistics and Applied Language Studies (IBSS).
Pretorius, T., & Theron, L. C. (2018). “A pillar of strength”: Empowering women and the resilience of township-dwelling adolescents. Young, 27(4), 1-22. doi: 10.1177/1103308818795081
Ramaahlo, M., Tonsing, K.M., & Bornman, J. (2018) Inclusive education policy provision in South African research universities. Disability & Society (33) 3 349-373.
Romski, M., Bornman, J., Sevcik, R.A.,  Tonsing, K.M. R., Barton-Hulsey, A., & Morwane, R., & White, R. (2018).  Language assessment for children with a range of neurodevelopmental disorders across four languages in South Africa.  American Journal of Speech-Language Pathology, Early online, 1-14
Theron, L. C. (2018). Championing the resilience of sub-Saharan adolescents: Pointers for psychologists. South African Journal of Psychology, pre-print, doi: 10.1177/0081246318801749
Truter, E., Theron, L. C., & Fouché, A. (2018). No strangers to adversity: Resilience-promoting practices among South African women child protection social workers. Qualitative Social Work, 17(5), 712-731.
Van Rensburg, A., Theron, L. C., & Rothmann, S. (2018). Adolescent perceptions of resilience-promoting resources: The South African Pathways to Resilience Study. South African Journal of Psychology, 48(1) 73–85. doi: 10.1177/0081246317700757



Ebersöhn, L. (2019). Flocking together. An indigenous psychology theory of resilience in Southern Africa. Switzerland: Springer.

Ferreira, R. (Ed.) (2017). Thinking innovatively about psychological assessment in a context of diversity. Cape Town: Juta.

Sefotho, M.M. (2018). (Ed.). Philosophy in education and research: African perspectives. Pretoria: Van Schaik. ISBN: 9780627035005


Book Chapters

Jefferis, T., Van Rensburg, A., & Theron, L. C. (2019). Strategies for resilience-focused interventions for youth within collectivistic cultures: Reflections on the Pathways to Resilience Project. In L. E. Van Zyl & S. Rothmann (Eds.), Evidence-based positive psychological interventions in multi-cultural contexts (pp. 157-175). Cham, Switzerland: Springer.

Kumpulainen, K., & Theron, L. C. (2019).  Researching resilience processes in children’s everyday lives during transitioning to school: A dialogic approach. In D. Whitebread (Ed.), The SAGE handbook of developmental psychology and early childhood education (pp. 80-94). London, UK: SAGE

Theron, L. C., & Ungar, M. (2019).  Adolescent resilience in the face of relentless adversity: The role of strong, black women. In I. Eloff (Ed.), Handbook of quality of life in African societies (pp. 97-111). Cham, Switzerland: Springer.

Aluko, R., Omidire, F., & Mampane, R. (2018). Quality assurance in distance education and ethical imperatives. In Sefotho, M.M. (Ed.). Philosophy in education and research: African perspectives. Pretoria: Van Schaik. ISBN: 9780627035005.

Angell, O-H & De Beer, S, 2018, Social cohesion and the role of religion: theoretical exploration of a concept (submitted as introductory chapter for a book to be published by the Nordic-South African research project on Youth on the Margins – under review).

Bornman, J. (in press). Communication, Disability and Human Rights: Exploring the role of the Sustainable Development Goals. In U. Lüdtke (ed.). Handbook of Communication Disabilities and Language Development in Sub-Saharan Africa. Springer (Invited chapter in international scholarly book).

Bornman, J. Gouws, H., Moolman, E., Robberts, A. & Tönsing, K.M. (in press). Using Augmentative and Alternative Communication Strategies in Schools in Namibia. In U. Lüdtke (ed.). Handbook of Communication Disabilities and Language Development in Sub-Saharan Africa. Springer (Invited chapter in international scholarly book).

Haffejee, S. & Theron, L. (2018). Contextual risk and resilience enablers: The case of Precious. In G. Rich & J. Sirikantraporn (Eds.), Human strengths and resilience: Developmental, cross-cultural and international perspectives (pp. 87-104). Lanham, MD: Lexington Book.

Mansfield, C.F., Ebersöhn, L., Beltman, S., & Loots, T. (2018). Great Southern Lands: Making Space for Teacher Resilience in South Africa and Australia. Chapter in Wosnitza, M., · Peixoto, F., Beltman, S., & Mansfield, C.F. (Editors) Resilience in Education Concepts, Contexts and Connection, pp53-71 Springer ISBN 978-3-319-76689-8 ISBN 978-3-319-76690-4 (eBook)

Nthontho, M. A. 2017. The voices of parents as partners in education in Lesotho: In Education in Lesotho: Prospects and challenges. Publisher, NOVA SCIENCE PUBLISHERS, INC. New York.

Omidire, Funke (2018). Language development and learning. In Eloff, I & Swart, E. (Eds). Understanding Educational Psychology. Pretoria: Juta Publishers.

Theron, L.C., & Mitchell, C. (2018). Drawing is only for kids, right? Wrong! In K. G. Tomaselli (Ed.), Making sense of research (pp. 231-238). Pretoria, SA: Van Schaik.


Copyright © University of Pretoria 2024. All rights reserved.

FAQ's Email Us Virtual Campus Share Cookie Preferences